Purple Mash lesson Football Challenge 3rd with Gr 7
A variable is an important part of computer coding -storing numbers, bits of text (string) and a function as in this case. This is the 3rd in a series of videos on the football challenge series in 2Code in Purple Mash.

If you’re going to be a game maker, today’s lesson would be helping you towards achieving that goal. Using variables helps to store bits of information for periods of the game. I would also suggest that you view the previous videos on the topic of the Football Challenge. But if you watch all three of the videos you will get a broader understanding,

The collision event -happens when the moving ball makes contacts the wall. When the two meet -the relevant code, in the function, moves the ball to its unique position, on the X and Y axis. We also set the speed to its original 0.

We looked into the default position and speed by taking the game into play mode. In play mode we study the variable watch – it shows X and Y positions, speed and more.

The re-place code -returns the ball to its start position. These positions are X and Y are clearly shown in the variable watch panel. The significance of the arrangement of coding blocks comes up; they need to be properly arranged – as the PC will peruse the code squares, reading blocks consecutively from the top.

This exercise is particularly valid for the individuals who play on the idea: gaming is my future. The lesson illustrates certain components can be organized into a logical system -linked by arithmetic and physical science.

I trust that my dear colleagues will research and investigate -see a lot more of Purple Mash can elevate their practice- to see into that. Much obliged to you for watching.

This video is a recording of the Grade 7 lesson in the series.

Bryneven Football Activity in Purple Mash No: 2 (Gr 6-7)
We move with a swipe -directing a football around a screen. This assigns a function variable type (which could be strings or numbers). A collision event calls the function code. In this example we emphasize the position of defining a variable. The function variable is properly named as PositionBall – to provide some kind of understanding of what will happen. Naming our objects and code properly provides a more understandable system in which to work.

The collision event -takes place when the moving ball touches the border. This moment -when the two meet- calls the code that returns to the ball to its original position, on the X and Y axis. We looked up this position by taking the game into play mode. In play mode we expose the variable watch -which shows X and Y position.

We glance at the JavaScript for a moment -defining what is expressed. This javascript allows us to see how the script relates to the more familiar code blocks. Our soccer ball’s movement has a determineable speed and swipe angle.

When the ball touches against the boundary, it calls the code to re-place itself – returning to its original position, its starting point. These positions are X and Y are shown in the watch variable.

The importance of the sequence of coding blocks comes up; they must be appropriately sorted – as the computer will read the code blocks, starting from the top.

This lesson is especially true for those who play the thought: seeing themselves making games. I can see how certain elements can be used by mathematics and physical science teachers. I hope that my dear educator colleagues will investigate and explore -more of Purple Mash -to see into that. Thank you!

Bryneven Purple Mash Saving Work with Grade 1
We are studying how to save our work from a Purple Mash. In this case, we need have accessed the Purple Mash website using guest (quick link). After creating this puzzle: we want to save it to work on later, to share and so forth.

This allows us to place the work by default, in the user’s work folder. In this lesson, we use our puzzle as the example; it could be any other piece of work.

We click on the yellow smiley face button to confirm. The red button -to save or exit- does not appear on this page; it usually is found on the top right of the screen in PM. We briefly examine the types of images that can be added to a puzzle. We use a black and white line drawing: an airplane. In the end, we choose the save and exit option, using the red button.

The process of saving work brings up the coloured panel with animals and numbers. In this case, we define the class as 1D. Bradley impersonates a member of the group: illustrating the procedure to follow.

These colors, these numbers and these animals help to remember the password. In this example: the elephant and the dog are the password combination. The verification of the password is completed: pressing on the yellow smiley face. This completes saving the puzzle in the default folder, the working folder.

This is very important: as we want all Gr 1s to be comfortable saving. They need to know which animals or other provides entry. Parents are encouraged to contact Mr. Bradley if they still do not know their child’s password.

Bryneven Primary Presents Gr 6 football Challenge
We move with a swipe -directing a football around a screen. This assigns a function variable type (there are still strings and numbers). We use a call to use the function code. The function variable is properly named – to provide some kind of understanding of what it does.
The collision event -which is occurring when the ball hits the border. The movement through the code blocks brings up the logic – defined by the ball’s behaviour in our programming e.g., how it returns to its original position on the X and Y axis.

We glance at JavaScript for a moment. Seeing how the script relates to the code blocks. The soccer ball movement is determined by speed and swipe angle. When the is touches against the opposite side, it has to re-place itself – returning to its original position, the starting point. The starting position is determined by putting the game in play mode to see the position X and Y. The positions X and Y are shown in the watch variable. That swipe direction and speed controls the ball. We will also show how to turn on the visibility of the watch variable, while in play mode.

A score triggers a sound and increases the display showing the number of goals scored. When the ball hits the target, the trigger calls the function variable, used to reset the ball to the starting point. This starting point is its position on the x and y axes. The movement of the ball is affected by friction. Friction is created – based on the definition of variables (a function in this case). Friction determines how a moving ball slows down as it moves across the field.
The importance of the sequence of coding blocks comes up; they must be sorted – we will read the code blocks, starting from the top.
The descriptiveness in the naming of a function -a proper name helps us understand what it does. An appropriate collision event triggers the code to play the sound.
Until this point, we had not yet discovered the creation and use of variables. However, we emphasize that the variable must be declared initially – showing examples where our code does not know what the variable is.
We know a variable must be declared first: a function variable – with the appropriate block. We could have declared a string or a number.
The yellow border defines a block of code – in this case; an instance shows declared function variable. The movement of the football is limited by the friction variable. Friction holds back its movement.
We examine the use of assigning a random speed in a nutshell. Our programme provides a number in the range of 1 to 10. Learners are encouraged to explore and use this activity; all the challenges need to be analyzed. The blue question mark button accesses help; getting a video.
This fun football activity seems to be based on real knowledge of the game. It is good: it brings together a wealth of knowledge to be built upon. This is especially true for those who play the thought: seeing themselves making games. I can see how certain elements can be used in mathematics and physical sciences too. I hope that my dear colleagues will investigate and explore this -to see into that. Thank you

Bryneven Presents Scratch and Purple Mash Embeds to Share Games in html
Bryneven coding: the 11th of June presents: Creating & sharing learning resources in Purple Mash.

We explore the embedded HTML code providing an extension to share our Purple Mash games and resources. At the end of this lesson: Learners will be able to embed the existing shareable scratch project or Mash activity via a website. We access the embed found within the projects of Scratch.

This lesson further promotes the encouragement and discovery of dimensions and push the button: switch on further access to digital expressivity. We emphasize in this piece the important need to respect one’s creativity sources, Purple Mash and Scratch -are the sources we use; and should be acknowledged.

Google sites is providing this class with a simple example, a platform to express the creative dimension -the Scratch and Purple Mash game in this case.

This exercise encourages our coders to consider learning as a constructive process: developing and putting in place a way to expand and share (collaborate). Our earlier lessons -during the exam period- posted to this vision -shared blogs that used Purple mash and its e-mail.

Google Sites is a simple platform for expressing a creative side – play in this case. This encoding practice encourages us to consider learning as a constructive process: creating and setting up a way to expand and share. Our previous lessons – in the review period – were posted on a shared blog or purple email.

June 11, a Wednesday class with Mr. Bradley (Mr. B), a GDE (Gauteng Education Department teacher) provides an exploration: posting using across platforms -a feed from examination week, with an approach that shows what possibilities are within our means. We hope this promotion furthers experimentation, thought &c., seeing that Mash’s tool bring more than anticipated -depending on how its chosen to be used.

The aim: creative expressiveness, a fun sharing dynamic -lively movement to overcome the greyness of mono-chromatic, one dimensionality: all towards the world of learning.

Thank you to all supporters and other interested parties!

Bryneven: Mandela Musical Experiment in Coding Sounds
A mix of musical experience – with the idea of integrating the result into a hint at an alternative learning method -we compose by integrating music and simple snippets of content, into our programming. This is especially useful for those who are auditory-oriented learners or those who cannot see the creative aspect in normal learning approach.

A code lesson merges translation, speech synthesis, with basic music notes -used through well-known code structures. This is used to present and construct an example of a sound production with some functional value -though here its largely distorted.

Bryneven presents: Creating & sharing learning resources in Purple Mash
23rd of May’s Purple Mash lesson bears on exam week. This exercise encourages Grade learners to see learning as a constructive process- developing learning resources (mind map (2Connect) or text toolkit) -that are posted to the shared blog or sent by e-mail.

We categorize using a traditional English tool. We also develop a mind map -as yesterday. This exercise encourages learners to see learning; with team work that improves performance.

We provide a lesson that promotes creativity -in this example, resources are created to learn from the mash tool’s section. In this example, we will map the brain to the 2Connect tool -its result is emailed to the class.

May 23rd, a Thursday class with Mr. Bradley (Mr. B), provides an exploration: posts learning resources -feeding examination week with a new approach. We hope this promotes further experimentation, thought &c., that Mash’s tool brings. The aim: creative expressiveness and a fun dynamic to the often greyness of the mono-chromatic world of learning.

The 21st century: machines, movement, mind, manifested in form, reflecting our shared moment.

Bryneven Primary pushes for the emergence of creativity and the expression through digital tools. Content moves and is molded into forms: Blended learning -Purple Mash and a technological emphasis &c. We appreciate your contribution and support. We endeavor to open up new possibilities through the use of technological tools.